You will complete this form twice - one for each of the TWO titles your group is responsible for reviewing. Once this document is complete, the class will have access to this class-created database.

PLEASE NOTE:

I will provide each group with a hard copy of the form. One person should write the information on the hard copy while another group member fills in the Google form simultaneously. The hard copies will serve as the back-up for any technology glitches with the form.

Judge "how much to write" by the hard copy of the form. We want SPECIFIC, CONCISE, and RELEVANT information.

Information may be in phrase/bullet form. Just make sure that other people in class can understand it.

2015-2016 Title Tally

The following list shows what titles some of my students chose for the open question last year. The titles in bold-face are ones that I assigned during the year. The prompt is reprinted below the list.

Hamlet: 14

The Poisonwood Bible: 4

Frankenstein: 1

Much Ado About Nothing: 1

The Crucible: 2

The Great Gatsby: 12

2016 Free-Response Prompt: ​Many works of literature contain a character who intentionally deceives others. The character’s dishonesty may be intended either to help or to hurt. Such a character, for example, may choose to mislead others for personal safety, to spare someone’s feelings, or to carry out a crime. Choose a novel or play in which a character deceives others. Then, in a well-written essay, analyze the motives for that character’s deception and discuss how the deception contributes to the meaning of the work as a whole.

Debriefing and Discussion - What/How do I study?

After reviewing and brainstorming title options for the free-response/open question, choose five DIVERSE titles (novels or plays) of literary merit that you feel are most versatile for you to study. "Diverse" means that your choices need to represent a variety of literary works. Consider choosing something old, modern, written by a man, written by a woman, written by a minority author, a play, a novel, a comedy, a tragedy, something written in a unique narrative structure, etc.

Use the class database and ole Sparky to help you review these titles that you have already READ. This is what tools like Sparknotes are for - to review. Make sure that you carry specifics of each title into the exam with you so that you can write a SPECIFIC essay that is fully developed and answers the whole question. Know the title (and how to spell it), the author, the plot, the setting(s), the significant characters, major literary elements, the theme, significant symbols, etc.

Consider reviewing the Professor handout for each title on your short-list. Chances are that if you titles are diverse enough, ONE of them will be suited to any prompt that the College Board can throw at you. If you are armed with specifics, you will be a more confident writer. This is the last essay question of the exam - the last forty minutes of a three hour exam; make sure that you are prepared to write well.

Mrs. Amy Carter

acarter@lexrich5.org

803.575.5400803.575.5420 (fax)

Chapin High School300 Columbia AvenueChapin, South Carolina 29036​United States of America

"As we let our own lights shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others." - Marianne Williamson